Efnisyfirlit

• Contents
• Preface
• Guided Tour
• Acknowledgements
• Chapter 1 Teachers, Teaching and Educational Psychology
  • In the Classroom
  • Introduction
  • National Standards of Attainment and Every Child Matters
  • Do Teachers Make a Difference?
  • What is Good Teaching?
  • Ask the Ed. Psych.
  • The Role of Educational Psychology
  • The Contents of This Book
  • Summary Table
  • In the Classroom: What Would They Do?
• Part 1 Learners
  • Chapter 2 Cognitive Development and Language
    • In the Classroom
    • A Definition of Development
    • Piaget’s Theory of Cognitive Development
    • Vygotsky’s Sociocultural Perspective
    • Implications of Piaget’s and Vygotsky’s Theories for Teachers and Facilitators of Children’s L
    • The Development of Language
    • Ask the Ed. Psych.
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 3 Personal, Social and Emotional Development
    • In the Classroom
    • Physical Development
    • Freud: Stages of Individual Development
    • Attachment Theory
    • Erikson: The Individual and Society
    • Bronfenbrenner: The Social Context for Development
    • Self-Concept: Understanding Ourselves
    • Diversity and Identity
    • Emotional and Moral Development
    • Ask the Ed. Psych.
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 4 Learner Differences and Learning Needs
    • In the Classroom
    • Individual Differences in Intelligence
    • Ability Differences and Teaching
    • Learning Styles and Preferences
    • Inclusion
    • The Most Common Challenges
    • Less Prevalent Problems and More Severe Disabilities
    • Learners Who Are Gifted and Talented
    • Ask the Ed. Psych.
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 5 Culture and Diversity
    • In the Classroom
    • Today’s Diverse Classrooms
    • Economic and Social Class Differences
    • Ethnic and Racial Differences
    • Ask the Ed. Psych.
    • Girls and Boys: Differences in the Classroom
    • Language Differences in the Classroom
    • Creating Culturally Responsive Schools
    • Diversity in Learning
    • Summary Table
    • In the Classroom: What Would They Do?
• Part 2 Learning and Motivation
  • Chapter 6 Behavioural Views of Learning
    • In the Classroom
    • Understanding Learning
    • Early Explanations of Learning: Contiguity and Classical Conditioning
    • Operant Conditioning: Trying New Responses
    • Applied Behaviour Analysis
    • Behavioural Approaches to Teaching and Management
    • Observational Learning and Cognitive Behaviour Modification: Thinking about Behaviour
    • Problems and Issues
    • Diversity and Convergence in Behavioural Learning
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 7 Cognitive Views of Learning
    • In the Classroom
    • Elements of the Cognitive Perspective
    • The Information Processing Model of Memory
    • Long-Term Memory: The Goal of Teaching
    • Ask the Ed. Psych.
    • Metacognition
    • Becoming Knowledgeable: Some Basic Principles
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 8 Complex Cognitive Processes
    • In the Classroom
    • Learning and Teaching about Concepts
    • Problem Solving
    • Creativity and Creative Problem Solving
    • Developing Expert Pupils: Learning Strategies and Study Skills
    • Ask the Ed. Psych.
    • Teaching for Transfer
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 9 Social Cognitive and Constructivist Views of Learning
    • In the Classroom
    • Social Cognitive Theory
    • Applying Social Cognitive Theory
    • Cognitive and Social Constructivism
    • Applying Constructivist Perspectives
    • Ask the Ed. Psych.
    • Looking Back at Learning
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 10 Motivation in Learning and Teaching
    • In the Classroom
    • What is Motivation?
    • Needs: Competence, Autonomy and Relatedness
    • Goal Orientations and Motivation
    • Interests and Emotions
    • Beliefs and Self-Schemas
    • Motivation to Learn in School
    • Ask the Ed. Psych.
    • Conclusions: Strategies to Encourage Motivation and Thoughtful Learning
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 11 Engaged Learning: Cooperation and Community
    • In the Classroom
    • Introduction
    • Social Processes in Learning
    • Collaboration and Cooperation
    • The Classroom Community
    • Violence in Schools
    • Ask the Ed. Psych.
    • Community Service Learning
    • Summary Table
    • In the Classroom: What Would They Do?
• Part 3 Teaching and Assessing
  • Chapter 12 Creating Learning Environments
    • In the Classroom
    • The Need for Organisation
    • Creating a Positive Learning Environment
    • Ask the Ed. Psych.
    • Maintaining a Good Environment for Learning
    • The Need for Communication
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 13 Teaching for Learning
    • In the Classroom
    • The First Step: Planning
    • Teaching
    • Ask the Ed. Psych.
    • Teacher Expectations
    • Pupil-centred Teaching
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 14 Standardised Testing
    • In the Classroom
    • Measurement and Assessment
    • Ask the Ed. Psych.
    • What Do Test Scores Mean?
    • Types of Standardised Tests
    • Issues in Standardised Testing
    • New Directions in Assessment
    • Summary Table
    • In the Classroom: What Would They Do?
  • Chapter 15 Classroom Assessment
    • In the Classroom
    • Formative and Summative Assessment
    • Getting the Most from Traditional Assessment
    • Assessment for Learning
    • Ask the Ed. Psych.
    • Alternatives to Traditional Assessments
    • Effects of Grading on Pupils
    • Summary Table
    • In the Classroom: What Would They Do?
• Glossary
  • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • J
  • K
  • L
  • M
  • N
  • O
  • P
  • R
  • S
  • T
  • U
  • V
  • W
  • Z
• References
• Index
  • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • J
  • K
  • L
  • M
  • N
  • O
  • P
  • Q
  • R
  • S
  • T
  • U
  • V
  • W
  • Y
  • Z

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